Name: ________________________

Rates practice HW
questions
Class: ________________________

Date: ________________________

Time: 43 minutes

Marks: 42 marks

Comments:

Page 1 of 18
Q1.
A student investigated the rate of the reaction between magnesium and hydrochloric acid.

The student measured the volume of hydrogen gas produced.

(a)  How could the student collect and measure the volume of gas produced?

___________________________________________________________________

___________________________________________________________________
(1)

(b)  At the start of the investigation the volume of gas was 0 cm3

The student took readings at 20-second intervals

Readings for the volume of gas were 24 cm3, 44 cm3, 59 cm3, 70 cm3, 76 cm3 and 79
cm3

Draw a results table for the investigation.

Include the student’s results in the table.

(3)

The student repeated the investigation at a higher temperature.

The graph below shows the results.

Page 2 of 18
  

(c)  Determine the rate of reaction at 30 seconds.

Show your working on the graph.

Give your answer to 2 significant figures.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Rate = _________________________ cm3/s

(4)

(d)  The rate of reaction increases at higher temperatures.

Explain why.

Answer in terms of particles.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 3 of 18
 ___________________________________________________________________
(3)
(Total 11 marks)

Q2.
A student investigated the rate of reaction of magnesium with dilute hydrochloric acid.

This is the method used.

1.   Add 50 cm3 of dilute hydrochloric acid to a conical flask.

2.   Add 0.2 g of magnesium ribbon to the dilute hydrochloric acid in the conical flask.
3.   Attach a gas syringe to the conical flask.
4.   Record the volume of gas in the gas syringe every 10 seconds.

The graph below shows the student’s results.

(a)  Calculate the mean rate of reaction in the first 10 seconds.

Use the graph above and the equation:

___________________________________________________________________

___________________________________________________________________

Mean rate of reaction = ___________________

(2)

Page 4 of 18
 (b)  What is the unit for the mean rate of the reaction calculated in part (a)?

Tick one box.

 
cm3/s g/s s/cm3 s/g

(1)

(c)  Give two conclusions you can make about the reaction from 90 s to 120 s

Use the graph above.

1. _________________________________________________________________

___________________________________________________________________

2. _________________________________________________________________

___________________________________________________________________
(2)

The student repeated the method using magnesium powder instead of magnesium ribbon.
All other variables were kept the same.

(d)  What is the independent variable in the investigation?

Tick one box.

 

Surface area of magnesium

Temperature of reaction

Volume of gas collected

Volume of hydrochloric acid

(1)

(e)  Sketch a line on the graph above to show the expected results for the experiment
using magnesium powder.
(2)
(Total 8 marks)

Q3.
A student investigated the reaction of magnesium with hydrochloric acid.

(a)     A piece of magnesium was dropped into the hydrochloric acid.

Page 5 of 18
  

Bubbles of gas were produced and the magnesium disappeared.

The reaction is exothermic.

(i)      What measurements would the student make to show that the reaction is
exothermic?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
(2)

(ii)     How would these measurements show that the reaction is exothermic?

______________________________________________________________
(1)

The student investigated how changing the concentration of the hydrochloric acid affects
this reaction.

Each test tube contained a different concentration of hydrochloric acid.

The diagrams show the results of this experiment.

Page 6 of 18
  

(b)     Suggest one control variable in this investigation.

___________________________________________________________________

___________________________________________________________________
(1)

(c)     (i)      Which test tube, A, B, C or D, contained the greatest concentration of

hydrochloric acid?

Test tube
(1)

(ii)     Why did you choose this test tube?

______________________________________________________________

______________________________________________________________
(1)

(d)     The student predicted that if the temperature of the acid was increased the reaction
would take place faster.

Tick ( ) two statements in the table which explain why.

 
Statement Tick ( )

The particles move faster  

The particles collide with less energy  

The particles collide more often  

The particles are bigger  

(2)
(Total 8 marks)

Page 7 of 18
Q4.
A student investigated how rate of reaction changes with concentration.

The student reacted dilute hydrochloric acid with sodium thiosulfate solution.

The reaction forms a cloudy solution.

This is the method used.

1.     Put 50 cm3 of sodium thiosulfate solution into a container.

2.     Put the container on a cross drawn on a piece of paper.

3.     Add 5 cm3 of dilute hydrochloric acid and start timing.

4.     Stop timing when the cross can no longer be seen.

5.     Record the time taken.

6.     Repeat steps 1-5 with different concentrations of sodium thiosulfate.

Figure 1 shows the student performing the experiment.

Figure 1

(a)     Name the container labelled Q.

___________________________________________________________________
(1)

(b)     Suggest equipment that could be used to measure the time taken.

___________________________________________________________________
(1)

(c)     The student measured the volume of hydrochloric acid with a measuring cylinder.

Page 8 of 18
 What apparatus can be used to measure the volume more accurately?

Tick one box.

 

Beaker

Pipette

Ruler

Test tube

(1)

The table shows the student's results.

 
Concentration of Time taken until
sodium thiosulfate cross can no
solution in g/dm 3
longer be seen in s

5 150

10 95

15 70

20 60

25 50

30 45

(d)     Plot the results from the table on Figure 2.

Draw a line of best fit. Your line should be a smooth curve.

Figure 2

Page 9 of 18
 (3)

(e)     Another student used the same method.

The time taken until the cross could no longer be seen was much greater.

What is a possible explanation for this?

Tick one box.

 

The cross was drawn with a thicker line

The solution was at a higher temperature

The solution was stirred

Timing was started too late

(1)

(f)      When the concentration increases, the rate of reaction increases.

What are two reasons for this increase in rate of reaction?

Tick two boxes.

 

The particles are closer together

The particles collide more often

The particles get bigger

Page 10 of 18
 The particles have less energy

The particles slow down

(2)
(Total 9 marks)

Q5.
The following steps show how to use a type of glue.

Step 1 Measure out equal amounts of the liquids from tubes A and B.

Step 2 Mix the liquids to make the glue.

            Put a thin layer of the glue onto each of the surfaces to be joined.

Step 3 Put the pieces together and hold them with tape.

Step 4 Leave the glue to set.

(a)     When liquids A and B are mixed a chemical reaction takes place.

This reaction is exothermic.

What does exothermic mean?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Page 11 of 18
 ___________________________________________________________________
(2)

(b)     The time taken for the glue to set at different temperatures is given in the table
below.
 
Temperature in°C Time taken for the glue to set

20 3 days

60 6 hours

90 1 hour

(i)      Use the correct answer from the box to complete each sentence.
 
decreases increases stays the same

When the temperature is increased the time taken for the glue to set

______________________________________________________________

When the temperature is increased the rate of the setting reaction

______________________________________________________________
(2)

(ii)     Tick (  ) two reasons why an increase in temperature affects the rate of

reaction.
 
Reason Tick (  )

It gives the particles more energy  

It increases the concentration of the particles  

It increases the surface area of the particles  

It makes the particles move faster  

(2)
(Total 6 marks)

Page 12 of 18
Mark schemes

Q1.
(a)  (gas) syringe
allow description of displacement of water in a
measuring cylinder
1

(b)  (table headings + units)

time in s(econds) and volume (of gas) in cm3

1

values for times (from 0 to 120 seconds)

allow 1 mark if otherwise correct but 0,0 not
included
1

values for volumes (from 0 to 79 cm3)

allow 1 mark if otherwise correct but 0,0 not
included
1

(c)
an incorrect answer for one step does not
prevent allocation of marks for subsequent steps

correctly drawn tangent at 30 s

1

correct value for x step and y step from tangent

allow evidence of use of two points on tangent
either on the graph or in the text
1

 
allow correct expression using incorrectly
determined values from tangent for x step and /
or y step
1

correctly calculated and rounded to 2 significant figures

allow a correctly calculated answer to 2
significant figures from an incorrect attempt at
rate determination
1

(d)  particles have more energy

allow particles move faster
1

Page 13 of 18
 (so) frequency of collisions increases
allow (so) more collisions per unit time
allow more likelihood of collisions
ignore more collisions
1

(and) more particles have the necessary activation energy

1
[11]

Q2.
(a)  (volume of gas =) 17 (cm3)
allow values for volume between 16 and 18 (cm3)
1

= 1.7
allow values between 1.6 and 1.8
1
allow a correctly calculated answer from an
incorrect volume reading for 1 mark
allow age
ignore any units
an answer between 1.6 and 1.8 scores 2 marks

(b)  cm3/s
1

(c)  any two from:

•   no more gas is being produced
allow volume of gas remains the same / at 62
cm3

•   the reaction has finished

allow no reaction

•   one of the reactants has been used up

•   the rate of reaction is zero

2

(d)  surface area of magnesium

1

(e)  steeper gradient (with magnesium powder)

line should start at the origin
1

levelling off at 62 cm3

allow a tolerance of ± half a small square
1
[8]

Page 14 of 18
Q3.
(a)      (i)     the temperature at start
ignore reference to bubbles / heat
1

the temperature at end

(measure) the temperature rise / change = 2 marks
(measure) the temperature 1 mark
1

(ii)     temperature would increase

allow it gets hot(ter) / warm(er) or heat given off
allow energy released / transferred
1

(b)     any one from:

•        volume of acid
allow amount
allow liquid

•        temperature of acid

•        size of magnesium ribbon

allow volume / mass / amount

•        surface area of magnesium

ignore size of test tube and reference to water
1

(c)     (i)      (Test tube) B

1

(ii)     produces bubbles faster

accept more bubbles

or
faster rate of reaction
allow most reactive
1

(d)     The particles move faster

1

The particles collide more often

1
[8]

Q4.
(a)     conical flask
1

Page 15 of 18
 (b)     stopclock / stopwatch
ignore ‘timer’
allow any other timing method that can measure to nearest
second or better
1

(c)     pipette
1

(d)     all four points plotted correctly

± ½ small square
allow 1 mark for three points
2

smooth curved line

1

(e)     the cross was drawn with a thicker line

1

(f)      the particles are closer together

1

the particles collide more often

1
[9]

Q5.
(a)    heat / energy
1

given out / transfers to surroundings

the mark for given out / transfers to cannot be awarded
without heat / energy
allow given off
1

(b)     (i)      decreases
1

increases
1

(ii)     it gives the particles more energy

1

it makes the particles move faster

1
[6]

Page 16 of 18
Examiner reports

Q1.
(a)  Almost a third of students correctly suggested using a gas syringe to measure the
volume of gas produced. Of those who suggested collecting the gas over water, very
few mentioned that the gas should be collected in a vessel with a scale on it so that
the volume could be determined.

(b)  Less than half of the students scored full marks on this question.

Common errors included:

•   not including the values 0,0 in the table
•   using ‘20 second intervals’ as a heading instead of time
•   writing units in the columns rather than the table heading.

A few students drew a graph instead of a table.

(c)  Few students drew a tangent on the curve line in the graph. Of those who did, most
managed to score all four marks. Approximately 11% of students were able to gain
all four marks on this question and around 64% scored zero.

Those students who did not draw a tangent often divided 60 by 30. However, many
of these then failed to note that the answer was required to be given to two
significant figures, and wrote 2 instead of 2.0.

(d)  Around 53% of students could gain one mark for saying that the energy of the
particles increases at higher temperatures. Many of these could then go on to say
that this would lead to more frequent collisions.

Very few students referred to the activation energy. Several students were relating it
to a change of state, or particles vibrating. Simply saying ‘more collisions’ without
relating to frequency or probability was insufficient.

Q2.
(a)  51% of students were able to obtain the correct answer, by determining the volume
using the graph, then substituting correctly into the given equation to find the mean
rate.

Most students showed their method; which meant that students could obtain a mark
for either

•   determining the correct volume of gas produced after 10 seconds

•   determining an incorrect volume value from the graph but then using this
correctly to determine the rate.

A few did not read the question correctly and used a time of 120 seconds.

(b)  72% of students were able to determine the units for the rate of this reaction.

(c)  Many students described the shape of the graph rather than providing a conclusion.

Page 17 of 18
 Others gave two conclusions but often just gave the same point twice. 10% of
students achieved full marks.

Students do need to be clear in their use of language with many using the word ‘it’
or ‘they’ as the subject of the sentence, without specifying what ‘it’ or ‘they’ referred
to, for example, it got higher. Few appreciated that the reaction had finished and
even less that one of the reactants was used up. Most correct responses related to
the volume of the gas.

(d)  More students identified the dependent variable as the independent variable rather
giving the correct variable.

(e)  50% of students did not attempt this question. Students need to be aware that where
a question number and allocation of marks is presented i.e. (e) and [2 marks], an
answer is required, even though no answer lines are given.

4% of students achieved both marks. Most who answered the question appreciated
that it would be a faster rate of reaction and drew a curve with a steeper gradient,
but very few realised that the final volume of gas collected would be the same,
usually stopping at a much higher value. Those who incorrectly drew the gradient to
the right almost always stopped at a much lower level.

Q3.
(a)      (i)     Many students tried to give a definition of an exothermic reaction rather than
appreciating that the question had asked for the measurements needed to
show that the reaction is exothermic. Many answered in terms of measuring
the bubbles or gas. Of those that did realise the need to take the temperature,
many just measured the temperature rather than taking the initial and final
temperatures.

(ii)     As a consequence of the misunderstanding in part (i) there were many

confused answers in part (ii) to how the measurements showed it was an
exothermic reaction, such as energy was released and the test tube got
colder. Again many thought that bubbles or gas was lost.

(b)     This part of the question was well answered, with the most common error being to
state the independent variable rather than a control variable.

(c) & (d) These questions were well answered.

Q5.
In part (a) almost half the students were able give a definition of exothermic and gain both
marks. Other students tried to link exothermic to vague descriptions of temperature
changes, the hardness of glue or the reactions that took place whilst glue was setting. A
significant minority thought it was a reversible reaction.

Page 18 of 18